Kristen Nelson

T. Phillips
Intercultural Communications
January 31, 2016

Intercultural Communications Proposal

Community Partner:
English as a Second Language Classes.
Salt Lake Community College
Redwood Campus
Andy Shaw, ESL Instructor
TB 125
andrewshaw@slcc.edu

Project Plan: My project plan is to go to the ESL classes and be as helpful as I can. I do
very well in English so I hope I can help others understand how and why we speak as we do.

I began January 26th from 10a.m. to 11a.m. and then went again on the 28th. I expect I will
be attending that class every Tuesday and Thursday from 10-11 until my 15 hours is fulfilled. Or
maybe a little longer.
Civic Engagement: helping other communities and trying to show them a different way
of living, that you might help them reach their full potential.
Personal Culture: Caucasian, American, woman, no religious affiliations, Welsh and
Scottish heritage, middle class, vegetarian, Aquarius, animal person, better at English than Math,
heterosexual, married since May 5th, 2014, 30 year old, etc.
Culture Group: I have worked so far with a Chinese boy, and Brazilian girl, and also a
Hispanic woman. I presume Ill be working with lots of Chinese, maybe Japanese, Lebanese,
Brazilian, African, or maybe Haitian peoples.
Challenges: Well, of course there is a language barrier. That makes me apprehensive
because its hard enough to try and communicate fully with someone of your own dialect. Let
alone someone from a place far removed from where you are from. But then again, Im sure the
strain must be on them to some degree. For after I leave the class I can go on as normal.
Benefits: Better communication skills of course. Whether it be with my own friends from
America, or my new fiends from all over the place. I want to grow. Im somewhat shy. I didnt
want to do this project at first because it feels uncomfortable. But now that Ive taken that first
step from my comfort zoneI know I can take the next step until I dont have an intercultural
communications barrier, or at least, a much smaller one.

Running Head: Service Learning Paper

Intercultural Communication
Service Learning Paper
Submitted by:
Kristen Nelson
Spring Semester
April 30, 2016

Submitted to:
Tamra K. Phillips, M.S.
COMM 2150-002
Department of Communication
Salt Lake Community College

Service Learning Paper

Community Partner:
English as a Second Language Classes
Salt Lake Community College
Redwood Road Campus
Andy Shaw, ESL Instructor
TB 123 & 125
andrewshaw@slcc.edu

Kristen Nelson
Knels241@bruinmail.slcc.edu

Project:
The School of Applied Technology offers three levels of ESL leading to vocational
training or college level classes. A placement test is given to determine the level at which a
student should begin. Placement tests are arranged at the time students seek to register for the
program. Students participate in the Learning Lab which focuses on the individual needs of the
student. ESL classes include intensive practice in reading, writing, grammar, listening,
vocabulary, pronunciation, conversation, and computer-aided instruction. [Salt Lake
Community College Web Site, www.slcc.edu]
My project was to assist the ESL students with bookwork, grammar, pronunciation,
conversation skills, listening, and answering any questions they had. Pronunciation was what
they needed help with the most. In addition, the ESL Instructor would ask me to read aloud for
the class or help grade papers.

Service Learning Paper

The students I worked with were from all over the world. It was a very diverse group.
The students were all very receptive, gracious, and welcoming. Some were very quiet and mostly
kept to themselves while others were boisterous and outgoing. And then of course there were
those that fell somewhere in between.
Culture Group:
There were many different culture groups I worked with. Honestly, I dont know where
most of them came from. There were some from China, Africa, India, Brazil, Mexico, and
probably many other places. Some of them were older, many seemed to be in their twenties, and
there were only a few who appeared to be younger.
Challenges:
I did run into a few challenges. I can be somewhat shy when put into an unfamiliar
situation. It was definitely different being a minority. It wasnt that I felt like I stuck out in the
crowd, or didnt belong. Im just not used to being one of the very few Caucasians in the room.
Sometimes trying to explain a concept was difficult. I tried to explain with words, then
gestures, but things get lost in translation. It made me wonder how the ESL instructor could so
easily explain things to a room full of people who are all so different.
There was also a situation on my last day in the ESL class. I sat next to a Chinese girl
named I-Ting. I wanted to work with someone I hadnt worked with before. She literally turned
her back to me. I didnt know what to do. I was offended at the time, but now that I look back on
it, I suppose it could have been a cultural thing. Maybe I sat too close, or maybe she was just

Service Learning Paper

having a bad day.

Theory:
I will be using the General Systems Theory by Paul Watzlawick. A system is a set of
interconnected elements in which a change in one element affects all of the other elements. The
Systems Theory views human behavior as a result of a series of factors that mutually influence
one another. The focus shifts from the individual to the whole. There are six assumptions of the
Systems Theory: Non-Summativity, Interdependence, Hierarchy, Boundaries,
Calibration/Feedback, and Equifanility.

Non-Summativity: A system cannot be fully comprehended by a study of its

individual parts in isolation from one another. In order to understand the system, it

must be seen as a whole. The whole is different than the sum of its parts.
Interdependence: The elements of a system are inter-related. This means that the
behavior of the system members affect and are affected by each other. All

members are affected by the shifts and changes in the system.

Hierarchy: All systems have levels, or subsystems (lower-levels of systems) and
all systems are embedded in other systems or supra-systems (higher-levels of
systems). Each subsystem can function independently of the whole system, but

each is an integral part of the system.

Boundaries: Systems develop boundaries around themselves and the subsystems
they contain. Because human systems are open systems, it is not possible to

completely control everything that comes into or goes out of them. Therefore, the
Service Learning Paper
5
boundaries are permeable: they have some openness that varies from system to
system.

Calibration/Feedback: All systems need stability and constancy within a defined

range. Calibration, or the checking the scale, and the subsequent feedback to
change or to stabilize the system, allow for control of the range. Changing the
standard (recalibration), is accomplished through feedback. Feedback is negative

when it maintains the status quo. Feedback is positive when it produces change.
Equifinality: The ability to achieve the same goals through different means.
[Watzlawick, COMM 2150 Intercultural Communication Course Packet Pg. 42]

The following quotation is just how I would imagine Watzlawick would want his hard
work to be put to use.
In working with communities on issues involving social change, a theoretical framework
can make a difference in perceiving, analyzing, and acting in what is often a complex situation.
General systems theory is one such framework, and though well-known and highly regarded, the
use of this approach remains limited.
General systems theory at a simple level can be defined as: elements, which are in
exchange, and which are bounded. These components constitute a "system", which functions or
operates within a field or an environment. Elements can be virtually anything you wish to label
as such, the exchanges are any relationships that exist between elements, and the boundary is
what you can see, hear, feel, or sense that separates "system" from the background or
environment.

Service Learning Paper

Systems notions can be used to look at people and their interactions. A human system is a
set of people who communicate, and who have goals or directions. Decision-making is an
inherent part of the individual (element) and group (sub-system) and community (system). Power
is the ability to make decisions that affect the system and/or the ability to access and influence
the sources of decision-making.
The ideas and concepts of general systems theory can be valuable as ways to understand
and conceptualize human beings, communication, their communities and their environment. As
an approach useful for working with social change, general systems theory offers a unique
perspective and framework. [Gregory Ph.D. "General Systems Theory: A Framework for
Analysis and Social Change"]
The belief that ones own view of reality is the only reality is the most dangerous of all
delusions. [Watzlawick. (n.d.). Retrieved April 28, 2016, BrainyQuote.com.]
Analysis:
Non-Summativity: Everyone in the ESL class was very different from one another. That
includes myself, and the other service students. But Andy had everyone participate, in every
class. We would go around the room and the ESL students would have to read or answer
questions. We (the helpers) had to role-play read in front of the class so they could hear what a
conversation would sound like. For example: slang words, inflection, and pronunciation. We
might talk amongst ourselves for a time while helping with the book work. But then wed go
right back to group work. Everyone helped each other. It was a room full of individuals that
turned into a group, or a whole, to reach a common goal.
Service Learning Paper

Interdependence: Well, I know that when Oscar dropped out it affected the group. He
was always happy, smiling, and talkative. I think everyone was sad for a time because he helped
the quiet students come out of their shells, and making people laugh all the time. He was an
extremely outgoing kind of person that seemed to rally the class together. I remember I worked
with him once and he said hed bring me a copy of the assignment we worked on together. He
was just the kind of guy that made you feel appreciated, special, and that you belonged.
Hierarchy: The smaller sub-system would be the class divided into smaller groups.
People with the same cultural background, or who spoke the same language, or had other things
in common would sit together. There were two sisters in the class and so of course they sat
together every day. The larger sub-system would be the ESL class itself. I can tell you from
experience, it was unlike any other class I have been in. There was so much diversity all in one
room, but the diversity was the norm. The supra-system would be Salt Lake Community College.
Without the college these sub-systems wouldnt exist.
Boundaries: I feel that there were all kinds of different boundaries while participating in
the ESL class. I think each individual had their own personal boundaries. A lot of that was just
based on culture and personal preference. Then there were the boundaries I, and the other service
students had. We could come and go as we pleased. Even though we became part of the class, we
were only a part at different intervals, and for a short period of time. The fifteen hours went by
quickly.
Calibration/Feedback: I noticed throughout the time I spent in the ESL class that Andy
had a sort of routine. I believe he does this for a reason. I think the stability and repetition it gives
Service Learning Paper

the students (especially the ones who are a little timid or shy) security because they know what
to expect. Andy is an exceptional teacher! The only feedback I witnessed was that everyone was
supportive of each other, everyone had a chance to participate, and there was lots of laughter.
Andy was always making jokes and bringing a lighthearted and laidback atmosphere to the class.
He made it fun! When learning something so complex like a new language it can be difficult and
stressful, possibly even embarrassing or uncomfortable for some people. Having an instructor
that makes you laugh helps ease the tension and makes it much more enjoyable. In turn, I believe
that leads to a greater chance of student success because they will be engaged and miss class less
often.
Equifinality: The way I understand this assumption is that everyone in the ESL class
comes from somewhere other than the US. And as individuals we are all different. We have
different histories, cultures, values, and beliefs. With such diversity and subjectivity some
students might learn English in different ways, and perhaps some of us service students were
able to help certain ESL students better than others. However, the students were all there for the
same reason, to learn English. And our class members who served in that class were there to help
them learn. The ESL students would even try to help each other. And of course Andy, the ESL
instructor was there to teach English to students who all learn and understand in different ways.
We were all working toward a common goal through several different means.
Reflection:
At the beginning of the semester when we were told we had to do fifteen hours of service
for another cultural group I was nervous. I knew I already had a lot of work to do since I am a
Service Learning Paper

full-time student, so adding this to the mix seemed like a lot of extra work. I also felt nervous
because I tend to be shy in certain situations. I didnt know what to expect. So to be perfectly
honest, even though I think service is important and getting out of your comfort zone is
necessary in order to grow, I wasnt very pleased.
However, my attitude about the project changed after my second hour in the ESL class. I
realized it wasnt a big deal. In fact, it turned out to be pretty fun. I met a lot of new people and I
learned that there are more ways to communicate than just speaking.
The culture I served taught me that there are so many different kinds of people in the
world. Ive been somewhat sheltered in the Utah bubble, forgetting that there is an entire world
full of people and we are all unique. I also learned that, despite our differences, we can come
together and have fun with one another.
The application of the General Systems Theory was helpful in understanding my
experience in the sense that it explained aspects of a group/system that I had never really
considered before.
At the beginning of the semester my definition of civic engagement was helping other
communities and trying to show them a different way of living, that you might help them reach
their full potential. Now I would define civic engagement as helping other communities, and
learning from one another so that everyone involved grows, becomes more open-minded, and
more accepting and tolerant of each other. Im a little embarrassed about my initial definition. I
only mentioned showing them a different way of living but didnt take into account that they
would show us a different way as well. And helping someone reach their full potential is great
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10

but it sounds so one-sided and snobbish, as if Ive reached my full potential. Obviously, I
havent.
I feel good about the contribution I made through my participation in this project.
Although, I think this experience contributed more to me than I did to it. I benefitted from my
service by getting out of my comfort zone and learning that we are all different, but also very
much the same. Perhaps the people in the ESL class benefitted from my service just by me being
there to help, showing them that I care.
I can incorporate what I learned from this project in my future classes, career, and life by
being respectful, open-minded, and reaching out to those who are different, because we are all
just people and we have so much to learn from each other.

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11

References:

Paul Watzlawick, COMM 2150 Intercultural Communication Course Packet, Pg.42

Paul Watzlawick. (n.d.). BrainyQuote.com. Retrieved April 28, 2016, from
BrainyQuote.com
www.brainyquote.com
Robert J. Gregory, Ph.D. School of Psychology, Massey University, Palmerston North,
NEW ZEALAND. "General Systems Theory: A Framework for Analysis and Social
Change" www.wsarch.ucr.edu
Salt Lake Community College Web Site, www.slcc.edu

Kristen Nelson
T. Phillips

Communication 2150
April 29, 2016
Reflective Writing
This assignment helped me to better understand and apply the concepts I learned in this
course in many ways. I had never really considered all the different kinds of cultures that exist
before. After learning that cultural could apply to almost any sort of group, Ive started to
recognize them in my day-to-day life.
It also opened my eyes to the fact that what is appropriate in one culture could be
insulting to another. For example: physical proximity, touch, eye contact, dress, and body
language (Ex. waving, pointing, bowing, etc.)
The things I learned from this assignment that will help me in my other classes and also
in my future career is that we have to be mindful of others. We need to be aware that everyone is
an individual, as well as part of several different cultural groups. So Id have to say that the three
biggest things that stand out in my mind is respect, understanding, and acceptance.
This assignment connects with what Ive learned in other Gen Ed classes, such as
psychology and American Civilization. In psychology we understand that everyones brains work
differently due to past experience, heredity, and culture. In American Civilization we come to
understand that ignorance, or misunderstanding of other cultures can lead to some pretty horrific
treatment of people that are different then we are.